Partnering with educators to shape and implement education policies can bring transformative change to CPS, as educators are uniquely positioned to know what students most need across our city. Their policy preferences demonstrate that they prioritize equity, transparency, accountability, diversity and inclusion. Among the bold ideas Chicago teachers support:

What is happening today that we need to keep
While there is much work to be done, the District has made some progress in partnering with educators in the interest of equity, transparency, accountability, diversity and inclusion, and transformation. The Office of Social Emotional Learning has hosted Problem-Solving Forums, which brought together educators, District staff and community stakeholders from across Chicago to discuss issues impacting students and the teaching profession. The CPS Talent Office and Office of Safety and Security have begun to prioritize implicit bias trainings for new principals, which is an important step in ensuring students have an equal opportunity to succeed in our classrooms. The creation of the CPS Equity Office demonstrates a commitment to equity and inclusion, which holds the potential to be a critical lever for the success of teachers and students alike. Additionally, CPS’ Teacher Advisory Council (TAC), which provides a platform for current classroom teachers to interact with District staff and help shape policy, is the embodiment of what it looks like to elevate and value teacher voice, and should continue to serve as a driver and sounding-board for District policies.

What we need to implement in the next 100 days
The first 100 days provide an opportunity to demonstrate a genuine commitment to bringing historically underrepresented stakeholders to the table and shape the future of our schools. These could include:

Creating a Mayoral Educator Advisory Council that is made up of current classroom teachers and school staff, who could share ideas and provide feedback on current initiatives, would signal a more inclusive approach to education policy-making;

Appointing a current classroom teacher to the Chicago Board of Education would ensure educators’ invaluable perspectives are reflected in Board decisions; and

Seizing opportunities presented by the upcoming contract negotiations with Chicago Teachers Union in order to move beyond the status quo and embrace innovative ideas broadly supported by Chicago educators.

What we can plan for longer-term implementation
Teachers are ready for transformational change, but they must be partners in this work. Longer-term implementation will require bringing teachers in at every stage of the policy-making process, allowing your administration to craft strong, effective policies and sidestep pitfalls. Simultaneously leveraging teacher expertise and cultivating their buy-in will ensure smoother and more consistent implementation across the city.

Beyond a single policy idea, program, or initiative, teachers must be authentically and consistently engaged as partners and leaders in this work. A collaborative approach would reduce historical tensions between classroom educators, District officials and the mayor’s office, as well as create a shared vision of how all can work together to serve our city’s students and strengthen our schools.

What challenges we might encounter in executing on this initiative
Transformative change is difficult. The very idea is often threatening to those who are invested in the status quo. But speaking directly with educators, early and often, gathering their ideas and feedback, and promoting policies that are broadly popular with those in the classroom will foster the needed buy-in to move past “what is” into “what should be.” The values of equity, transparency, accountability, diversity and inclusion, and transformation are driving forces behind what brings educators into Chicago’s schools each day. Ultimately, those same values should be the yardstick by which you measure your success; if that is true, then educators will be behind you.